Joint Statement Released by Dong Zong and Jiao Zong

February 12, 2022

Relative to the directive sent to some vernacular Chinese primary schools in Kuala Lumpur notifying merely MySTEP system can be used for temporary and relief teacher application and not via parent teacher association as reported by the media, Dong Zong and Jiao Zong are highly concern thus participating in the online interaction convened by the Deputy Education Minister Dato Mah Hang Soon. In the video conference, Dong Jiao Zong explicitly requested the Ministry of Education to review the decision for a more flexible solution on teacher shortage.

1. Teacher shortage in vernacular Chinese primary schools has been a besetting issue for decades which unfortunately has seriously impacted normal school operation and teaching activities, not to mention the approvals of bulk posting transfer to other states last year end which further deteriorates the problem. The Ministry of Education is expected to reassess the existing mechanism collectively in bid to facilitate intensively for a complete fill up of the said shortage.

2. Though the MOE had organised a conclusive recruitment project for 18,702 teachers last July—showing its determination and sincerity to resolve the problem—yet as revealed, certain subject applicants were wanting much to the disappointment of the schools in filling the vacancies in time. Therefore, the schools had to recruit teachers via the school board or parent teacher association with their own expense attributed to uncertainty. Advance planning is indeed needed in preventing further normal school operation interruption as well as compromising students’ learning rights.

3. Dong Jiao Zong realises that the individual recruitment of teachers undertaken by the schools in response to national education inadequacy is a charity work and proven solution. Now that the MOE demands all schools to apply for temporary teachers via MySTEP for quality assurance; yet according to feedbacks from experienced school principals, the cumbersome application procedure and delay approvals of MyStep had ended up teaching planning interruption. Thus, the MOE is told to reassess and review the measure by simplifying the system and application procedure in order not to compromise teaching progress.

4. As informed by the Deputy Education Minister Dato Mah Hang Soon in the virtual meeting, all vernacular Chinese primary schools nationwide could recruit temporary teachers individually as need be, only they must apply from the MOE in advance. Apropos of this matter, Dong Jiao Zong earnestly urges the MOE to disclose the procedure for individual application in bid to tackle the problem earlier from available accounts. As an aside, the MOE is also proposed to release an ad hoc appropriation for the said schools to recruit temporary teachers.

5. Dong Jiao Zong, as a final note, urges the MOE to set up an interactive platform specifically for vernacular Chinese primary schools where major Chinese associations and education institutions are to be convened for opinions regularly. Hopefully, a scientific mechanism which addresses short, medium and long-term needs will be brought about through concerted efforts and informed negotiation; it is also intended for an answer of the problem impacting normal operation of vernacular Chinese primary schools, let alone the extant teacher shortage issue.

Joint Statement Released by Dong Zong and Jiao Zong

December 13, 2021

Mahathir’s Assimilation Platitude Denounced—Beware of Misleading Narrow-mindedness

In former Prime Minister Mahathir’s recent book, language assimilation policy was advocated explicitly and Dong Zong was yet again pinpointed for compromising national unity. To our greatest regret, Mahathir’s allegation was paradoxical and unfounded. Dong Jiao Zong, with these means, denounces and urges all races in the country not to be misled by this narrow-minded mentality.

The current advocation of Mahathir is one of political spin which repetitively attributes multi-stream education system for the damage of national harmony and unity. Platitude of this sort is but a hasty generalisation; more precisely, a logical fallacy which cannot be justified by objective or sufficient evidence and can only be termed as stereotyped narrow-mindedness. Up till now, there has been no extant research finding evidencing the national unity awareness of national primary school students precedes that of vernacular Chinese primary schools. What is more, research findings accessible across the globe also indicate that racism is rooted on factors like institutional policy deviation and inadequate social resource distribution among others and it is not correlated with multi-stream education system.

In Mahathir’s book, assimilation policy practiced by Indonesia and Thailand at early years was cited to justify his understanding of assimilation. Regrettably, he is not informed both countries had renavigated its course amenable to human rights and abandoned assimilation policy in 2000 resulted in the public learning of Chinese and the establishment of Chinese schools on their soil. In reality, the Malay Muslims in southern Thailand were prohibited from learning Bahasa Melayu similarly many years back. Evidently, the assimilation policy practiced by Thailand not only fails to unite ethnic Malay residing in southern Thailand, but also generates cultural oppression on Malay Muslims in southern Thailand. Social unrests occurred after stronger protests took place locally.

Being a civilian organisation, Dong Jiao Zong strongly believes that mother tongue education is the fundamental human right and the most effective educational approach. Inherently, Dong Jiao Zong has been safeguarding its mother tongue education and respecting the mother tongue education right of other ethnic groups while upholding the vision of cultural co-existence. Sincerely, we persist to fight for the reasonable right of mother tongue education while esteeming Bahasa Melayu as the national language. In the face of national implementations, we responded within the scope of Constitution: the reliance on universal human rights value, the safeguard of mother tongue education and the upholding of multi-cultural inherence.

Blessingly, selfless people from all ethnic groups reach out for help spontaneously amidst the thread of prevalent COVID-19 and survival issues of the nation. While these imminent issues are yet to be tackled, splenetic politicians are hyping racist narratives for their own interests. Notwithstanding labelling it ‘New Malaysia’, the topical content of Mahathir’s new book sees the future of the country in a rather small-minded perspective. Time shifts and there is no gainsaying that the nation’s wisdom has been initiated; we are convinced, our nation will be wise enough not to be misled and fooled easily.

Joint Statement Released by Dong Zong and Jiao Zong

December 4, 2021

In consequence of the addition of Chinese name to the name board of two vernacular Chinese primary schools in Pekan by the Pahang State Education Department, Dong Zong and Jiao Zong (Dong Jiao Zong) herewith release their statement proper as follows:

1.  As informed, two vernacular Chinese primary schools in Pekan Pahang (SJKC Yoke Hwa and SJKC Kee Wha) received their new name boards with Jawi and Bahasa Melayu scripts devoid of Chinese characters from the Pahang State Education Department in early November. Through protest from various sectors and the prompt intervention of Mah Hang Soon the Deputy Education Minister, Chinese characters were later added on by the state education department and displaced accordingly which is greatly welcomed by Dong Jiao Zong.

2. As noticed, on the name boards supplied by the Pahang State Education Department to these two schools, Jawi scripts were seen preceded, followed by Chinese and Bahasa Melayu in sequence. Dong Jiao Zong understands that Bahasa Melayu is the national language and Chinese is the main medium of instruction and administration of vernacular Chinese primary schools, the name boards of the schools need to be either Bahasa Melayu or Chinese Mandarin and not others. The inclusion of Jawi scripts on displayable signboards is a recent and specific practice approved by the Pahang State Legislative Assembly and it was intended for all commercial and NGOs’ signboards but not temples to comply with. Therefore, Jawi can be positioned third in sequence on a public signboard in response to the requirement. Pertaining to this matter, the MOE is called to redress for a satisfactory settlement assurance.

3. Truth be told, Dong Jiao Zong follows the development of the abovementioned event closely and stresses that any measures implemented by the authorities should not be an attempt to modify the existing characteristics of the various streams of schools; it is for the safeguard of our multi-lingual and multi-cultural inherence.

Joint Statement Released by Dong Zong and Jiao Zong

November 5, 2021

Informed by the Senior Minister of the Malaysia Education Ministry Mohd Radzi Md Jidin’s written reply in the parliament, from 2022 onwards, Jawi scripts will be introduced in Grade Six of vernacular Chinese and Tamil primary schools nationwide in accordance with the decision made on 14 August 2019 in the cabinet. Dong Zong and Jiao Zong deeply regret to learn of this announcement as it neglects the voices from the Chinese and Indian communities, which is, to set the controversial implementation aside for a more matchable measure to fit in the multiplicity inherence of the society. Herewith Dong Zong and Jiao Zong specially release their joint statement proper as follows:

1. Last July, the Senior Minister of the Malaysia Education Ministry Mohd Radzi Md Jidin had promised to review the existing Jawi scripts implementation in vernacular Chinese and Tamil primary schools meticulously. Moreover, the Chinese and Indian communities had for several times proposed to put this tendentious educational implementation aside for the moment in a bid to formulate an algorithm which matches with the multiplicity inherence of the country by putting all heads together for in-depth discussions. Unfortunately, no follow-up was updated but arbitrary implementation of Jawi scripts learning in both primary Grade Four and Five Bahasa Melayu subject, ignoring the proposal submitted by the Chinese and Indian communities. Additionally, from next year onwards as instructed, this implementation will be further extended to Grade Six. Dong Jiao Zong is greatly perturbed and feels resentful by such approach.

2. The Ministry of Education has commenced to put the introduction of Jawi scripts in Garde Four Bahasa Melayu subject in vernacular Chinese and Tamil primary schools since last year. It revealed from the questionnaire survey conducted by the Ministry of Education that 70 percent out of 1,297 vernacular Chinese primary schools and 0.38 percent out of 524 Tamil primary schools opted to accept the Jawi scripts implementation model. This year, the MOE similarly administered questionnaire survey to Grade Four parents of the said schools enquiring whether they were willing to accept the Jawi scripts implementation. Though the survey result has hitherto not disclosed by the MOE, according to the survey conducted by Dong Jiao Zong separately, 98 percent of the vernacular Chinese primary schools nationwide objected to this implementation. The data saliently suggest, the pedagogical approach and implementation model of the Jawi scripts were not widely recognised. As such, we urge the MOE to put this implementation aside for a comprehensive review, but not to repeatedly put it into practice, causing doubts and discontentment.

3. Malaysia is a multiracial, multireligious, multilingual and multicultural nation. Dong Jiao Zong has since been observing the multiplicity coexistence spirit by encouraging mutual learning and understanding of diverse calligraphic art and culture. Therefore, we have never at any point in time opposed to the introduction of language and writing of any other ethnic groups, inclusive of the Jawi scripts. If truth be told, ever since the introduction of the Jawi scripts learning in Grade Four of vernacular Chinese and Indian primary schools, Dong Jiao Zong, together with other Chinese and Indian organisations alike have been trying to resolve the dispute from the educational aspect; and they have for many times proposed to practise the implementation in a multiple approach by referring to Grade Five Bahasa Melayu textbook—with introduction of the calligraphy of other ethnic groups—used from 2015 to 2020. To our regret, the proposal was not adapted and thus leaving the Gordian knot unaddressed.

4. Dong Jiao Zong repeatedly urges the MOE to listen to voices from the general public, nipping the dispute in the bud by putting the implementation aside. In this sense, the MOE is proposed to introduce the Jawi scripts by incorporating multicultural elements into the learning contents, that is, to include writing scripts of other ethnic groups side by side with the introduction of Jawi scripts. This way, we believe, students will get to know the calligraphic characteristics and beauty of other ethnic groups which not only corresponds with our pluralistic inherence but also helps in multicultural interactions and understanding.

Joint Statement Released by Dong Zong and Jiao Zong

October 30, 2021

No Mention of Appropriation for Some Schools in Budget 2022—

Speedier Disclosure of Appropriation Details to Disambiguate Urged

In response to Budget 2022 submitted by the Minister of Finance Tengku Zafrul Aziz on 29 October regarding budget on education in the House of Representatives, Dong Zong and Jiao Zong herewith distinctively posit themselves in this joint statement:

1. To begin with, Dong Jiao Zong had proposed to the government in regard to Budget 2022 of the federal government on 7 October this year subsuming the following seven suggestions:

• To equally treat government and non-government schools on the release of appropriation sum;
• To provide appropriation for Independent Chinese Secondary Schools;
• To provide appropriation for three privately-run higher education institutions;
• To redress inadequate treatment by unifying the subsidy for electric and water bills, sewage and telephone bills for government and non-government schools alike;
• To establish anti COVID-19 special fund for all schools for the prevention of COVID-19 pandemic;
• To increase appropriation to enhance the use of Information and Communications Technology in education in bid to all-inclusively boost teaching effect; and
• To waiver taxation from non-profit private organisations and education institutions as well as contribution for Human Resource Development Fund.

Yet to our disappointment, all the proposals above were not taken seriously or adapted in Budget 2022.

2.  In both Budget 2021 and 2022, the total sum of appropriation released to the Ministry of Education increases from RM50 billion 358.49 million to RM52 billion 625.06 million; in which the development appropriation surges to a new high of RM5 billion 34.13 million from RM3 billion 87.55 million with an increase of RM1 billion 946.58 million or accounts for 63 percent (Table 1). This evidently shows that the government is determined to appropriate heavily for school development or hardware construction, in particular to assist schools in dilapidation and disrepair which is creditable. But we think the fund needs to be fairly appropriated to all streams of schools with transparent disclosure of benefited schools, total sum and projects, etc.

3. Notwithstanding the education development appropriation increases tremendously in Budget 2022, there is no mention of whether appropriation will continuously be released to Catholic, national-type, independent Chinese secondary schools and the three privately-run higher institutions (Southern University College, New Era University College and Han Chiang University College of Communication), including the appropriation for newly constructed and relocated vernacular Chinese primary schools (Table 2 and 3). Moreover, there is likewise no mention of whether RM5,000 will be granted to government-aided schools monthly. We understand that in the annual Budget, no listing or mention of appropriation for some schools is not the first time ever and has since generated disputes. Dong Jiao Zong believes, doubts on the above need to be clarified and explained as well as including appropriation for schools or education institutions of this category in the yearly Budget. In addition, we also hope that the government will unfold and decode the whereabouts of the total sum of RM20 million intended for the construction and relocation of vernacular primary Chinese schools, along with its progress and expenses or whether it has been cancelled eventually in Budget 2020.

4.  In Budget 2022, RM120 million is released to vernacular Chinese and Tamil primary schools which is RM15.95 million more in comparison to RM104.05 million released in Budget 2021. In retrospect, in Budget 2018, 2019 and 2020, some of the vernacular Chinese and Tamil primary schools had received RM120 million in total, namely, RM50 million for school maintenance and development given to both Chinese and Tamil primary schools and RM20 million released to Chinese primary schools for school construction and relocation. Obviously, there is no mention of appropriation for school construction and relocation given to Chinese primary schools in both Budget 2021 and 2022. We believe, the government is obliged to include this construction appropriation in the annual Budget to ensure sufficient fund for these schools to complete their construction project sooner.

5. Despite the above, we welcome the section in Budget 2022 which is beneficial to B40 student group where school opening subsidy is increased to RM150 for each student, and RM2,500 tax exemption for parents who purchased computer for internet use as well as RM100 allowance for each teacher.

6. Regarding the slow execution and unfair treatment towards the distribution of laptops to 150 thousand students from 500 schools nationwide where RM150 million was appropriated in Budget 2021, the government needs to take it as a lesson and make improvements. In similar vein, the government needs to ensure that the project which distributes ipads to 600 thousand college students of B40 family category which costs RM450 million assigned in Budget 2022 will be executed in a transparent, fast, noncorrupt and effective manner. Moreover, the laptops should be suitable and safe and not in poor quality, let alone distributing them fairly to needy students regardless of their ethnic group.

Table 1: Appropriation in RM for the Ministry of Education in Budget 2021 and 2022

Table 2: Development Appropriation in RM for All types of Schools in Budget 2012 and 2022

Note：

• In Budget 2012 and 2013, school development, promotion and maintenance fund were established, RM100 million was released to all vernacular Chinese primary schools nationwide. The RM50 million appropriation for vernacular Chinese primary categorised as ‘half subsidy schools’ was for the purpose of school maintenance and promotion; whereas, in Budget 2021 and 2022, the school maintenance and promotion appropriation were released to all vernacular Chinese primary schools.
• RM800 million was released to the MOE for the purpose of school maintenance and promotion in Budget 2021; in which, RM620 million was intended for schools under the administration of MOE for maintenance and promotion purposes, that is, RM478.68 million (477.48 million +1.2 million) for national primary (n=5624+18) and national-type secondary, full boarding schools as well as vocational college (n=2,070+4); RM74.07 million for 1,300 vernacular Chinese primary schools nationwide (416 full subsidy schools received RM25.82 million, 884 half subsidy schools received RM48.25 million); RM29.98 million for vernacular Tamil primary schools (n=162+365); RM4.11 million for national-type secondary (n=9+65); RM20.94 million for Catholic schools (n=12+370); RM12.23 million for government-aided religious schools (n=224).
• On 26 November and 3 December 2020, the Minister of Finance Tengku Zafrul Aziz disclosed in the parliament that through subsection B11 in Budget 2020, an extra RM100 million is released to the Department of Islamic Development Malaysia for three types of religious schools (Sekolah Tahfiz, Sekolah Pondok Berdaftar and Sekolah Agama Rakyat). On 11 October 2021, the Minister of Finance claimed that RM100 million had been successfully released to four types of religious schools rather, meaning, ‘Sekolah Agama Persendirian’ was later included for appropriation.
• On 22 December 2020, the Minister of Finance Tengku Zafrul Aziz revealed in the parliament that there was no appropriation to be released to independent Chinese secondary schools (ICSS) nationwide in Budget 2021. Despite not listed in Budget 2021, RM15 million was released to all independent Chinese secondary schools and Kuantan Chong Hwa High School in September 2021 subsequently.
• Besides appropriation released in Budget 2018, the Patakan Harapan government also appropriated an extra RM20 million for school construction and relocation for vernacular Chinese primary schools. In Budget 2019 and 2020, a yearly appropriation of RM20 million was granted to vernacular Chinese primary schools for school construction and relocation; moreover, beneficiary schools and the total sum were publicly disclosed in both Budget 2018 and 2019. Yet in Budget 2021 submitted by the Perikatan Nasional government, there was no appropriation for school construction and relocation for vernacular Chinese primary schools. In addition, the pronounced appropriation for school construction and promotion for vernacular Chinese primary in Budget 2020 has not been received and no details updated thus far.
• Apart from enjoying regular yearly electric and water bills appropriation, in Budget 2020, an extra RM12 million was releasable to half subsidy schools, including vernacular Chinese primary and national-type secondary for electric and water bills as well as sewage bills upon application.
• On 29 October 2021, the Minister of Finance Tengku Zafrul Aziz submitted Budget 2022 in the House of Representatives and announced that RM1 billion is appropriated for the purpose of school maintenance and promotion; in which, RM40 million is appropriated to the Department of Islamic Development Malaysia for Sekolah Tahfiz, Sekolah Pondok Berdaftar and Sekolah Agama Rakyat for renovation; RM120 million for all vernacular Chinese and Tamil primary schools ; RM746 million for renovation released to schools in east Malaysia—112 projects to be undertaken in Sabah and 165 in Sarawak respectively.

Table 3: Appropriation for Three Privately-run Higher Education Institutions